Abstract:

The aim of this study is to investigate correlation between the mathematics teaching anxiety levels of pre-service mathematics teachers and their technological pedagogical content knowledge levels. In this study, we have utilized correlational survey model as a quantitative research approach. The research has been conducted on 277 pre-service teachers who are studying at the 1st, 2nd, 3rd and 4th grades of Mathematics Teaching and Primary Education Mathematics Teaching departments of a state university located at Central Anatolia region of Turkey in 2018-2019 academic year. In order to analyze the data, Pearson Correlation Coefficient and Multiple Regression Analysis have been used. The results of the study revealed that there is an inverse, medium level and statistically meaningful relation between all subdimensions of Technological Pedagogical Content Knowledge Scale (TPACK-Math) and Mathematics Teaching Anxiety Scale (MATAS). In addition, it was found that technological knowledge (TK), content knowledge (CK) and technological pedagogical content knowledge (TPCK) sub-dimensions were significant predictors of “the anxiety originated from content knowledge”; TK and CK sub-dimensions were significant predictors of “the anxiety originated from self-efficacy”; CK and Contexts Knowledge sub-dimensions were significant predictors of “the anxiety originated from the attitude toward mathematics teaching”; the Contexts Knowledge sub-dimension was a significant predictor of “the anxiety originated from pedagogical content knowledge”.

Keywords: